Making Metacognition Explicit: Developing A Theoretical Foundation For Metacognitive Prompting During Scenario-Based Training

In this paper we describe a set of metacognition related training interventions that can be introduced in advanced scenario-based training systems. A long line of research in the cognitive and learning sciences has shown that knowledge acquisition is more effective when learners reflect upon their comprehension processes. We support this view and discuss how instruction can assist trainees in monitoring their learning in order to facilitate overall retention and transfer. We focus on the multidimensional nature of metacognition and emphasize the regulatory component of metacognition. Regulation involves an active process engaged by the trainee in service of learning. We present a theoretical framework that describes how this can be developed as a means of instructional strategy in preparation for, during execution of, and in reflection upon, a given learning episode. Copyright 2010 by Human Factors and Ergonomics Society, Inc. All rights reserved

Making Metacognition Explicit: Developing a Theoretical Foundation for Metacognitive Prompting During Scenario-based Training

In this paper we describe a set of metacognition related training interventions that can be introduced in advanced scenario-based training systems. A long line of research in the cognitive and learning sciences has shown that knowledge acquisition is more effective when learners reflect upon their comprehension processes. We support this view and discuss how instruction can assist trainees in monitoring their learning in order to facilitate overall retention and transfer. We focus on the multidimensional nature of metacognition and emphasize the regulatory component of metacognition. Regulation involves an active process engaged by the trainee in service of learning. We present a theoretical framework that describes how this can be developed as a means of instructional strategy in preparation for, during execution of, and in reflection upon, a given learning episode. Copyright 2010 by Human Factors and Ergonomics Society, Inc. All rights reserved

Insights From Empirical Metacognitive Research

This paper discusses the theoretical underpinnings of metacognition and its impact on learning. It identifies relevant research that supports the use of metacognitive prompts to improve not only knowledge acquisition but also knowledge application. Specific instantiation techniques for utilizing metacognitive instructional support pre-, during, and post-training in scenario-based training settings are also provided. © 2010 SCS

A Review Of Eye-Tracking Applications As Tools For Training

Substantial literature exists regarding how eye-tracking systems can be used to measure cognitive load and how these measurements can be useful for adapting training in real time. Much of the published literature discusses the applications and limitations of the research and typically provides recommendations for improvement. This review assesses these articles collectively to provide a clearer solution for implementing eye-tracking systems into a training environment. Although limitations exist for using eye tracking as an interface tool, gaze and pupillary response have been successfully used to reflect changes in cognitive load and are starting to be incorporated into adaptive training systems, although issues are still present with differentiating pupil responses from simultaneous psychological effects. Additionally, current eye-tracking systems and data analysis software have proven accurate enough for general use, but issues including system cost and software integration prevent this technology from becoming commercialized for use in common instructional settings. © 2012 Springer-Verlag London Limited

Differential Impact Of Two Types Of Metacognitive Prompting Provided During Simulation-Based Training

A category of lattice-valued Cauchy spaces is defined, and its properties are investigated. The relationship between this category and the recent work by Jäger is presented. The notion of regularity in the Cauchy space context is the primary emphasis here. In particular, the category consisting of the regular Cauchy spaces is shown to be bireflective in the category of all lattice-valued Cauchy spaces having Cauchy-continuous maps as its morphisms. Moreover, completions are also investigated. © 2011 Elsevier B.V

Applying The Modality Principle To Real-Time Feedback And The Acquisition Of Higher-Order Cognitive Skills

Collapsin response mediator protein 5 (CRMP5) is one of the rare peripheral nerve antigens that is a target of autoantibodies in a paraneoplastic peripheral neuropathy. The pattern of axonal and myelin alterations suggests that CRMP5 is involved in axon-Schwann cellinteraction. We examined CRMP5 expression and function in primary cultures of Schwann cells and neurons and at various developmentaland regenerating stages of rat sciatic nerve and in CRMP5-deficient mice in vivo. Collapsin response mediator protein 5 was strongly expressed during postnatal development and regeneration and decreased with myelination. It was mainly expressed by immature Schwann cells and persisted in Remak cells in the adult; however, a subpopulation of Schwann cells that were induced to myelinate also expressed CRMP5. We identified 2 axonal molecular cues regulating CRMP5 expression: human neuregulin type 1, which induces CRMP5 expression in immature and premyelinating Schwann cells, and cyclic adenosine monophosphate, which inhibits CRMP5 expression when Schwann cells begin myelination. Collapsin response mediator protein 5-deficient mice showed abnormal Schwann process extension resulting in abnormal cell-axon segregation, indicating that CRMP5 is involved in the morphologic adaptation of Schwann cells to surround axons. These results demonstrate the importance of CRMP5 in axon-Schwann cell cooperation during development and regeneration. © 2012 American Association of Neuropathologists, Inc

Translating Learning Theories Into Physiological Hypotheses

The battlefield has become an increasingly more complicated setting in which to operate. Additional stressors, complexity, and novel situations have challenged not only those in the field, but consequently also those in training. More information must be imparted to the trainees, yet more time is not available. Thus, in this paper, we consider one way to optimize the delivery and acquisition of knowledge that can be meaningfully applied to the field setting. We hypothesize that for learning efficiency to be maximized, we need to keep learners in a constant state of engagement and absorption. As such, we consider neuro-physiological hypotheses that can help prescribe mitigation strategies to reduce the impact of sub-optimal learning. © 2009 Springer

Embedding Metacognitive Prompts During Sbt To Improve Knowledge Acquisition

Changes in battlefield dynamics increasingly require trainees to acquire the rich and deep knowledge necessary to make decisions in complex, novel situations. We investigate how metacognitive prompts during training may support this need by enhancing the acquisition and application of knowledge within a scenario-based training context. The data suggest differential outcomes are dependent upon the type of assessment, with metacognitive supported training producing benefits to measures of knowledge acquisition but hindering performance in a transfer task. These results are discussed in the context of variations in metacognition training and how differing forms of knowledge acquisition are required to better understand the impact of training